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Презентация на тему A Framework for Practice: The Best Interests Case Practice Model Summary Guide

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Program OutlineOverview of Best Interests Case Practice Model (BICPM)The BICPM Summary GuideStrategies for leading the integration of the BICPM into your workplace
A Framework for Practice: The Best Interests Case Practice Model Summary Guide Program OutlineOverview of Best Interests Case Practice Model (BICPM)The BICPM Summary GuideStrategies Introductory ActivityWhat have you had to leave behind to come to this The Best Interests Framework How it all fits…The Children, Youth and Families Act 2005The Best Interests Learning and Development StrategyPhase 1 – Preparing for EnactmentPhase 2 – Embedding Lead the way!! What we do and How we do it Key Message  We can only do the “What” we do effectively Key Message The Best Interests Case Practice Model is a process and What is it not?A checklistA tool to be “done”A prescriptive documentA manualised The Model as we know it… Trauma and Development The parents of the children we work with are How trauma and deprivation can impact on parenting: Inability to regulate own What we do and How we do it Information-Gathering “Any risk or safety assessment or future casework is only as Tools for Information-Gathering: How we do itGenogramsEco-mapsTimelinesAssist in drawing out the family’s Analysis and Planning Analysis The BICPM is based on a professional judgement model – analysis Professional judgement “It is important that practitioners are aware of the problems Resource  Key reference: “Effective Child Protection Practice” (Eileen Munro, 2002) - Analysis “Research and experience has shown that there is usually lots of Analysis – Risk AssessmentThe BICPM should not be viewed by practitioners only DefinitionsHarm/Cumulative HarmImpactVulnerabilitySustainabilityCultureActivity: define these terms Harm - Considerations  What has happened or is likely to happen Cumulative harm Child’s unmet needs = harm to development over time ‘Research Impact - ConsiderationsWhat effect has the harm had on the child’s safety, Vulnerability - ConsiderationsConsidering the child’s age, stage, culture and gender, how do Sustainability - ConsiderationsWhere strengths and/or protections have been identified, how do we Culture - ConsiderationsCulture is a broadly-defined concept that encompasses a child’s core Thinking… Taking a good look… Putting the pieces together… Making sense of it all The 5 C’s Articulating Your Analysis “Practitioners need to be able to present evidence to Articulating your Analysis Articulating your analysis Articulating your analysis Articulating your analysis Articulating your analysis Activity – Articulating AnalysisHarm and impact – what is going well/not well Key Message Any plans and recommendations that we develop must clearly and Action “Any action should be based on sound analysis and be purposeful ActionEngagement of the family in an action plan is fundamental to its Engagement “Possibly the strongest indicator of engagement is when you feel you Family Group Conferencing and Aboriginal Family Decision MakingAFDM and FGC give a Implications for Practice - Children	“Effective therapeutic and enrichment interventions must recruit other Key Message “Where there is harm, referral to another service will not Review Review “Review is the continual process of being curious about our effectiveness”  Summary Guide p.45 Review “Review information frequently. Identify gaps. Be open to changing your initial The child’s lived experience Spot the difference1. “The child is at risk due to exposure to Spot the difference2. “The child’s physical safety is at risk as the The model is relationship based, child focussed, family centredecological and systemicculturally competent The model is (cont)developmentally and trauma informedgender aware and analyticaldynamic and responsive The model is (cont)based on professional judgementstrengths basedoutcomes focussed Reflective PracticeThe BICPM requires reflective practice:  “In Victoria there is a Reflective Practice Forums for Reflective PracticeSupervisionCase conferencesPeer supervisionTeam meetingsIndividual reflection Reflective Practice prompts are Activity: Where to from here?What are we doing well?Where do we need Where to from here?  Possible obstacles to embedding the Best Obstacles… Program OutlineOverview of Best Interests Case Practice Model (BICPM)The BICPM Summary GuideStrategies Resourcesevery child every chance documents on website:  The Best Interests Framework Resources –Specialist Practice GuidesBy end 2008Working with vulnerable infantsYoung people 10-14 years Lead the way!!
Слайды презентации

Слайд 2 Program Outline
Overview of Best Interests Case Practice Model

Program OutlineOverview of Best Interests Case Practice Model (BICPM)The BICPM Summary

(BICPM)

The BICPM Summary Guide

Strategies for leading the integration of

the BICPM into your workplace


Слайд 3 Introductory Activity
What have you had to leave behind

Introductory ActivityWhat have you had to leave behind to come to

to come to this training?
Why did you nominate for

this role?
What questions do you have about the Best Interests Case Practice Model and promoting its use among your staff?

Слайд 4 The Best Interests Framework


The Best Interests Framework

Слайд 5 How it all fits…
The Children, Youth and Families

How it all fits…The Children, Youth and Families Act 2005The Best

Act 2005

The Best Interests Framework

Best Interests Conceptual Overview

Cumulative

Harm Conceptual Overview

Best Interests Case Practice Model
Resource Guide Summary Guide
(under development)
Trauma and Development Guide Specialist Practice Guides








Слайд 6 Learning and Development Strategy
Phase 1 – Preparing for

Learning and Development StrategyPhase 1 – Preparing for EnactmentPhase 2 –

Enactment

Phase 2 – Embedding Reforms

Phase 3 – Ensuring Lasting

Cultural
Change

Слайд 7 Lead the way!!

Lead the way!!

Слайд 8 What we do and How we do it

What we do and How we do it

Слайд 9 Key Message

We can only do the

Key Message We can only do the “What” we do effectively

“What” we do effectively if we attend to “How”

we do it

Слайд 10 Key Message

The Best Interests Case Practice Model

Key Message The Best Interests Case Practice Model is a process

is a process and a way of thinking.

It is not an event.

Слайд 11 What is it not?
A checklist
A tool to be

What is it not?A checklistA tool to be “done”A prescriptive documentA

“done”
A prescriptive document
A manualised treatment model
An additional “task” to

be added to people’s workload
All “new” concepts


Слайд 12 The Model as we know it…

The Model as we know it…

Слайд 13 Trauma and Development
The parents of the children

Trauma and Development The parents of the children we work with

we work with are often impacted by trauma themselves.

“Remain

compassionate to the distress that children and families experience and mindful that anger and resistance usually reflect the hurt and overwhelm that lies beneath” (Summary Guide p.15)


Слайд 14 How trauma and deprivation can impact on parenting:
Inability

How trauma and deprivation can impact on parenting: Inability to regulate

to regulate own emotions
Never learning what healthy parenting

looks and feels like.
Not knowing what to expect for healthy development
Dissociative states
Misinterpreting child’s normal behavioural and developmental responses as an attack.
Projecting image of perpetrator on to the child.
Maladaptive survival strategies, such as substance abuse.
Fear of child’s anger
Currently in fear or traumatisation.
Living in a state of chaos and crisis that crowds out anything other than survival
(Annette Jackson, Take Two/Berry Street)


Слайд 15 What we do and How we do it

What we do and How we do it

Слайд 16 Information-Gathering
“Any risk or safety assessment or future

Information-Gathering “Any risk or safety assessment or future casework is only

casework is only as good as the quality of

information on which it is based”
BICPM Summary Guide
p.17


Слайд 17 Tools for Information-Gathering: How we do it
Genograms
Eco-maps
Timelines

Assist in

Tools for Information-Gathering: How we do itGenogramsEco-mapsTimelinesAssist in drawing out the

drawing out the family’s story

Assist practitioners to think and

act systemically



Слайд 18 Analysis and Planning

Analysis and Planning

Слайд 19 Analysis

The BICPM is based on a professional

Analysis The BICPM is based on a professional judgement model –

judgement model – analysis supports workers to make considered

judgements and to be able to clearly articulate the rationale behind these judgements.

Слайд 20 Professional judgement
“It is important that practitioners are

Professional judgement “It is important that practitioners are aware of the

aware of the problems associated with professional judgement. These

problems include a lack of recognition of known risk factors, the predominance of verbal evidence over written, a focus on the immediate present or latest episode rather than considering significant historical information, and a failure to revise initial assessments in the light of new information”.

(Munro 1999)


Слайд 21 Resource
Key reference:
“Effective Child Protection Practice”

Resource Key reference: “Effective Child Protection Practice” (Eileen Munro, 2002) -

(Eileen Munro, 2002)

- relevant to all who work

with vulnerable children and families, not just Child Protection practitioners.

Слайд 22 Analysis
“Research and experience has shown that there

Analysis “Research and experience has shown that there is usually lots

is usually lots of information available about the child

and family, however reviews of practice often find that there was insufficient shared analysis to form a good plan”

Summary Guide p. 9


Слайд 23 Analysis – Risk Assessment
The BICPM should not be

Analysis – Risk AssessmentThe BICPM should not be viewed by practitioners

viewed by practitioners only as a risk assessment tool

– it is a framework for practice.

The BICPM asks us to carefully analyse the information we have, taking into consideration historical, systemic and ecological factors, to inform our risk and needs assessment, as well as our planning, actions and review.

Key message: The BICPM does not become redundant once you have done your risk assessment.

Слайд 24 Definitions
Harm/Cumulative Harm
Impact
Vulnerability
Sustainability
Culture

Activity: define these terms

DefinitionsHarm/Cumulative HarmImpactVulnerabilitySustainabilityCultureActivity: define these terms

Слайд 25 Harm - Considerations
What has happened or

Harm - Considerations What has happened or is likely to happen

is likely to happen to the child?

Distinguish between harm

and harm-causing behaviour

Describe the evidence of harm i.e. injuries, behaviours which indicate harm, developmental delay that has been assessed by a medical professional as non-organic, high-risk adolescent behaviours etc.

Harm = acts of omission and commission


Слайд 26 Cumulative harm
Child’s unmet needs = harm to

Cumulative harm Child’s unmet needs = harm to development over time

development over time

‘Research evidence has shown that a

child can be as severely harmed by the cumulative impact of less severe risk factors e.g. neglect and family violence, as by a single, severe episode of harm’
Summary guide page 8






Слайд 27 Impact - Considerations
What effect has the harm had

Impact - ConsiderationsWhat effect has the harm had on the child’s

on the child’s safety, stability and development?

How severe do

you judge this impact to be?

Слайд 28 Vulnerability - Considerations
Considering the child’s age, stage, culture

Vulnerability - ConsiderationsConsidering the child’s age, stage, culture and gender, how

and gender, how do these factors increase/decrease this particular

child’s vulnerability to further harm?

Does the child’s particular temperament/personality impact on their vulnerability to further harm?

Does the child have a physical/intellectual disability that adds to their vulnerability to further harm?

Are there socio-economic factors that make this child more/less vulnerable to further harm?

Do family patterns indicate increased vulnerability to the child?

Слайд 29 Sustainability - Considerations
Where strengths and/or protections have been

Sustainability - ConsiderationsWhere strengths and/or protections have been identified, how do

identified, how do we assess the likelihood that they

can be sustained over time?

Strengths should not be confused with safety

Слайд 30 Culture - Considerations
Culture is a broadly-defined concept that

Culture - ConsiderationsCulture is a broadly-defined concept that encompasses a child’s

encompasses a child’s core identity, the meaning of that

identity to that child and their family, and the wraparound scaffolding that maintains that cultural identity i.e. family/cultural connectedness (extended family, community), family rituals and customs, stories and music etc.

Key message: Culture is not a “Yes/No” question to be ticked off!!

Слайд 31 Thinking…

Thinking…

Слайд 32 Taking a good look…

Taking a good look…

Слайд 33 Putting the pieces together…

Putting the pieces together…

Слайд 34 Making sense of it all

Making sense of it all

Слайд 35 The 5 C’s

The 5 C’s

Слайд 36 Articulating Your Analysis
“Practitioners need to be able

Articulating Your Analysis “Practitioners need to be able to present evidence

to present evidence to the Children’s Court that shows

the effects of harm…and future risks to children’s safety, stability and development. The Court will also want to know the rationale for professional judgements and decision-making, what assistance has been provided to the family and the outcomes of previous interventions, all supported by evidence.”
Summary Guide p.4

Слайд 37 Articulating your Analysis

Articulating your Analysis

Слайд 38 Articulating your analysis

Articulating your analysis

Слайд 39 Articulating your analysis

Articulating your analysis

Слайд 40 Articulating your analysis

Articulating your analysis

Слайд 41 Articulating your analysis

Articulating your analysis

Слайд 42 Activity – Articulating Analysis
Harm and impact – what

Activity – Articulating AnalysisHarm and impact – what is going well/not

is going well/not well for Jake and what are

your thoughts about the reasons for these?
Pattern and history (constraints/strengths)
Beliefs and relationships (constraints/strengths)
Current environment (complicating factors, system/service factors) – (constraints/strengths)


Слайд 43 Key Message
Any plans and recommendations that we

Key Message Any plans and recommendations that we develop must clearly

develop must clearly and logically flow from our analysis.


Слайд 44 Action
“Any action should be based on sound analysis

Action “Any action should be based on sound analysis and be

and be purposeful towards engaging the family members in

a change process”
Summary Guide p.38

Слайд 45 Action
Engagement of the family in an action plan

ActionEngagement of the family in an action plan is fundamental to

is fundamental to its success

True engagement is when

the family signs on to a common agenda for change.

Слайд 46 Engagement

“Possibly the strongest indicator of engagement is

Engagement “Possibly the strongest indicator of engagement is when you feel

when you feel you can talk about change without

fear of jeopardising the relationship”

(The Bouverie Centre 2006)

Слайд 47 Family Group Conferencing and Aboriginal Family Decision Making
AFDM

Family Group Conferencing and Aboriginal Family Decision MakingAFDM and FGC give

and FGC give a strong message of partnership and

empowerment to the family.

AFDM is culturally appropriate

AFDM/FGC convenors exist in DHS in each region

We must give greater consideration to engaging absent fathers and their families

Слайд 48 Implications for Practice - Children
“Effective therapeutic and enrichment

Implications for Practice - Children	“Effective therapeutic and enrichment interventions must recruit

interventions must recruit other adults in a child’s life

– caregivers, teachers, parents – to be involved in learning and delivering elements of these interventions, in addition to the specific therapy hours dedicated to them during the week.” (Perry, 2005, 38)

www.childtrauma.org


Слайд 49 Key Message
“Where there is harm, referral to

Key Message “Where there is harm, referral to another service will

another service will not ensure that the family will

engage or that change will occur. There needs to be active casework to ensure that the family engages with the service in a meaningful way.”

(Summary Guide p.29)

Слайд 50 Review

Review

Слайд 51 Review

“Review is the continual process of being

Review “Review is the continual process of being curious about our effectiveness” Summary Guide p.45

curious about our effectiveness”

Summary Guide p.45


Слайд 52 Review
“Review information frequently. Identify gaps. Be open

Review “Review information frequently. Identify gaps. Be open to changing your

to changing your initial views rather than interpreting new

information in a way that supports a pre-existing opinion of a child or family”

BICPM Summary Guide p.17

Слайд 53 The child’s lived experience

The child’s lived experience

Слайд 54 Spot the difference
1. “The child is at risk

Spot the difference1. “The child is at risk due to exposure

due to exposure to parental substance abuse, the parent

has refused to access a treatment service and has not complied with Child Protection’s investigation. This child needs a safe and stable environment where her physical and emotional needs are met.”

Слайд 55 Spot the difference
2. “The child’s physical safety is

Spot the difference2. “The child’s physical safety is at risk as

at risk as the parent’s substance use occurs when

the parent is the sole supervisor of the child. The child displays evidence of harm to her development in her delayed speech, her untreated eczema and her significant weight loss over the past month”

Слайд 56 The model is
relationship based, child focussed, family

The model is relationship based, child focussed, family centredecological and systemicculturally competent

centred

ecological and systemic

culturally competent


Слайд 57 The model is (cont)
developmentally and trauma informed

gender aware

The model is (cont)developmentally and trauma informedgender aware and analyticaldynamic and responsive

and analytical

dynamic and responsive


Слайд 58 The model is (cont)
based on professional judgement

strengths based

outcomes

The model is (cont)based on professional judgementstrengths basedoutcomes focussed

focussed


Слайд 59 Reflective Practice
The BICPM requires reflective practice:

“In

Reflective PracticeThe BICPM requires reflective practice: “In Victoria there is a

Victoria there is a strong commitment to strengthening a

culture of reflective practice so that the best interests of children are achieved” (p.49)

Слайд 60 Reflective Practice

Reflective Practice

Слайд 61 Forums for Reflective Practice
Supervision
Case conferences
Peer supervision
Team meetings
Individual reflection

Forums for Reflective PracticeSupervisionCase conferencesPeer supervisionTeam meetingsIndividual reflection Reflective Practice prompts

Reflective Practice prompts are in the Summary Guide (p.49)


Слайд 62 Activity: Where to from here?
What are we doing

Activity: Where to from here?What are we doing well?Where do we

well?
Where do we need to further develop in terms

of Best Interests?
What strategies can I use to promote Best Interests:
Within my team
Within my organisation
Across services in my local area
Across my region

What networks/resources do I know of that can be a part of this strategy?


Слайд 63 Where to from here?
Possible obstacles

Where to from here? Possible obstacles to embedding the Best

to embedding the Best Interests Case Practice Model?

Crisis driven;

dealing with the urgent, neglecting the important
We’re too busy
I already act in children’s Best Interests, always have.
Workplace culture
Hierarchy
CRIS compatibility
CSO Registration process
Resources
Recruitment and retention

What can we as “champions” do to address these?

Слайд 64 Obstacles…

Obstacles…

Слайд 65 Program Outline
Overview of Best Interests Case Practice Model

Program OutlineOverview of Best Interests Case Practice Model (BICPM)The BICPM Summary

(BICPM)

The BICPM Summary Guide

Strategies for leading the integration of

the BICPM into your workplace


Слайд 66 Resources
every child every chance documents on website:

Resourcesevery child every chance documents on website: The Best Interests Framework

The Best Interests Framework
The Best Interests Principles

– Conceptual Overview
Child Development and Trauma Guide
Cumulative harm – Conceptual Overview
Stability – Guidance Paper
Strategic Framework for Family Services
Fact Sheets

Reference list at back of Summary Guide

Child Protection Practice Manual

Слайд 67 Resources –Specialist Practice Guides

By end 2008
Working with vulnerable

Resources –Specialist Practice GuidesBy end 2008Working with vulnerable infantsYoung people 10-14

infants
Young people 10-14 years with problematic sexualised behaviours
Children under

10 years with problematic sexualised behaviours
Engaging parents: assessing and enhancing parenting capability/capacity
Working with young people
Working with families in which someone is abusive

By mid 2009
Stability – child and family
Stability in long term out of home care
Stability and issues associated with reunification
Cumulative Harm

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